Abacus Pre-school Prospectus

2013-2014
Abacus Pre-school Prospectus
CONTENTS
Welcome to Abacus Pre-school ……………………………………………..………….
2
About Abacus Pre-school . ……………………………….…………………….….……
2
Staff …………………………….………………………….………………………………
2
Session Times …………………………………………….…………………………..…
3
Equal Opportunities ………………………………………………………………………
3
Payment of Fees ………………………………………….………………………….…..
4
Funding ……………….…………………………………………………………….……...
4
Structure of Typical Session ……………………………………………………….……
4
Emergency Contact ………………………………………………………………....……
5
Key Workers ……………………………………….…………………………………..….
5
Break Time …………………………………….……………………………………….….
5
Pre-school Curriculum and Activities ……………………………………………………
6
Learning through Play ……………………………….………………………….…..……
7
Further Things to Remember ……………………………………………………….…… 8
Contacts ………………………………………….………………………………………...
8
Parents’ Guide to Early Years Foundation Stage Framework …………………….…. 9
What is the Early Years Foundation Stage? …………………………………………… 9
Why do we have one? ………………………………………………………….…… 9
What does it mean for mean as a parent? ……………………………………………
10
How my child will be learning? ………………….………………………………….
10
How can I help with my Child’s learning? ………………………………………...
12
How can I find out how my child is getting on? ……………………………………….
13
When your child is 2 ……………………………………………………………..….
14
When your child is 5 ………………………………………………………….....….
14
Where can I go for further information? ………………………………………………..
15
Registered Charity No:1088818
Page 1
Welcome to Abacus Pre-school
Thank you for enquiring about Abacus pre-school. To help you find out more about the preschool, we have prepared this prospectus giving you the most important facts we feel you should
know about us.
About Abacus
We are registered by Ofsted under the terms and conditions of the Children’s Act 1991 and are
inspected regularly. Our last inspection was in March 2010 and we were awarded ‘Good’ in all
areas. A copy of the report is held in the parent information file, which is kept in the front
hallway. Along with this is another file that contains all of the Pre-School’s policies. Both of these
files are available for you to see at any time.
Abacus pre-school is run by a volunteer parent management
committee, whose responsibilities include managing the budget,
organising the funding, dealing with the admissions and
fundraising. The parent committee is always looking for new
members, as existing members leave when their children go on
from Abacus to attend infant school. Please contact Mrs Titley or
speak to a committee member if you are interested.
Abacus Pre-School is affiliated to the Pre-school Learning Alliance and we strive to provide the
highest quality education and care for all our children. We aim to offer a welcome to each
individual child and family, and to provide a warm and caring environment within which all
children can learn and develop as they play. We believe that children and parents are entitled to
expect courtesy and prompt careful attention to their needs and wishes. Our intention is to work
in partnership with parents and the community generally and we welcome suggestions on how to
improve our group at any time.
Staff
The Supervisor and the majority of the supporting
staff have qualifications in early year’s education
(NNEB, DPP, NVQ or IPP for working with under
5’s). There is always a qualified first aider on site.
Relevant checks are carried out on all staff and
helpers. There is a photo display in the main hall
that shows all the staff so that you can put a face
to a name. This will also help you identify your
child’s key worker.
Session Times
Monday - Friday mornings:
Monday, Tuesday, Thursday, Friday afternoon:
Monday, Tuesday, Thursday, Friday all-day:
9am to 12 noon
12 noon to 3pm
9am – 3pm
As far as possible we try to coincide with the term times of the
local schools. Please do not leave your child unsupervised before
9am, as our insurance does not cover us before this time. We
also ask that you are prompt in collecting your child. Whilst we
accept that very occasionally there may be a good reason why
you may be late, repeated late collections will incur a charge.
Children are usually accepted from the age of 2 years 6 months
up to school age. However we do offer a 2 year old club on
certain days, please contact Admissions for further information.
We operate a waiting list and it is never too early to add your
child’s name. Places are allocated according to the date that your child’s name was put on the
waiting list.
Due to Abacus’ popularity of we may be unable to offer your
child as many sessions as you would like during their first year
of pre-school. However, we undertake to offer your child 5
sessions in their last year with us. Abacus sessions could be
supplemented with some from other local pre-schools or
nurseries. Details of these can be found by contacting the
Portsmouth CHAT - Children’s Information Service on
02392688830 or email [email protected].
An application form to put your child’s name on the waiting list can be collected from and
returned to the Supervisor at the pre-school or you can contact the Admissions administrator
directly – contact details are at the end of the prospectus. A form can also be downloaded from
our website www.abacuspreschool.org.
Equal opportunities
Abacus Pre-school has an equal opportunities policy and is committed to treating the children in
our care with equal concern and to make every attempt to meet their specific needs with regard
to their religious persuasion, racial origin, cultural and linguistic background, as well as gender or
disability.
All children will be respected and their individuality and potential recognised, valued and
nurtured. Activities and the use of play equipment offer children opportunities to develop in an
environment free from prejudice and discrimination. Opportunities will be given to children to
explore, acknowledge and value similarities and differences between themselves and others.
Registered Charity No:1088818
Page 3
Payment of fees
Prior to becoming eligible for government funded sessions
you are responsible for the payment of all fees. A bill is
issued at the beginning of each term, detailing the total
amount of fees due. Payments can be made by the term,
half-term or monthly, but they are required in advance
(other payment arrangements can be made if necessary).
Cheques should be made payable to ‘Abacus Pre-school’.
Fees are still due if your child is absent for a session. We
currently charge £4.10 per hour and £4.30 for our 2 year
old club.
Funding
In general, from the term following their 3rd birthday, all 3 and 4 year olds are entitled to 15 hours
of pre-school sessions per week, for a total of 38 weeks per academic year. These are funded by
the Government and once your child becomes eligible, the pre-school will ask you to complete
the appropriate funding form. See the table below for an example of the exact funding dates:
Child’s 3rd Birthday is between:
1st January and 31st March
1st April and 31st August
1st September and 31st December
Funding is also now available for 2 year old children for up
to 15 hours per week. Please ask for an application form.
Structure of a typical session
On arrival, your child needs to find their name label to place
on the self -registration board. Their lunch and snack
box(es) are placed on the Lunch trolley/snack box tray. The
children go straight into free-play and can choose the area
they would like to play. In order to encourage your child’s
independence, you should leave as quickly as possible once
they are settled. It is suggested that you do this from the
very first session that the child attends.
The children can see the plan for each session through the
use of a ‘time line’, which shows the different activities to
be carried out in order in picture form.
At the end of the session, please wait at the door while the
Supervisor hands over each child to their parent or carer.
Funding received from
1st April
1st September
1st January
Emergency contact
Should you need to contact the pre-school in the event of an
emergency; or to inform the Pre-School of your child’s absence
or if you will be delayed in collecting your child, then there is a
mobile phone number which can be used to contact the
Supervisor. The phone number is displayed on the notice board.
If for any reason someone other than yourself or the normal
carer is going to collect your child, the Supervisor should be
notified in advance. They will need to give a pre-arranged
password, and if unknown to the pre-school will also need to
provide photo id.
Key Workers
A key worker system is in place where individual members of staff work with a small group during
the formal work times and are responsible for making the assessment records for those children.
In addition the key worker system provides a familiar point of contact for both parent and child.
If you are unsure who your child’s key worker is, then there is a board in the main hall above the
piano that displays the key worker groups. Alternatively, please talk to the Supervisor. You will
be informed in your initial ‘Welcome Letter’ who your child’s key worker is. Furthermore,
throughout the year, you will be given opportunities to come into the Pre-School and meet with
your child's key worker to discuss how your child is doing.
Break time
The sharing of refreshments can play an important part in the
social life of the pre-school as well as reinforcing children’s
understanding of the importance of healthy eating. If you
wish your child to have a snack with the drink of milk or water
we provide, please bring a snack such as two plain biscuits, a
piece of cheese, or a piece of prepared fruit in a small, named
plastic box. No crisps, sweets or chocolate please.
Registered Charity No:1088818
Page 5
Pre-school Curriculum and Activities
We aim to enable your child to learn through play in a safe environment and to develop social
confidence among their peers and the adult helpers in the group.
The pre-school’s curriculum follows the foundation stage guidelines drawn up by the DFEE and is
organised into 7 areas of learning.
Area of Learning and Development
Prime Areas
Personal, Social and Emotional
Development
Physical Development
Communication and Language
Specific areas
Literacy
Mathematics
Understanding the World
Expressive Arts and Design
Aspect
Making relationships
Self-confidence and self-awareness
Managing feelings and behaviour
Moving and handling
Health and self-care
Listening and attention
Understanding
Speaking
Reading
Writing
Numbers
Shape, space and measure
People and communities
The world
Technology
Exploring and using media and materials
Being imaginative
These 7 areas help the pre-school plan the learning environment, activities and experiences, but
this does not mean that all of the children’s learning is divided up into 7 separate areas - one
experience may provide a child with opportunities to develop skills and concepts across several
areas of learning.
For example, playing with sand, water or birdseed, or cooking,
playing shops or counting out bricks and beads are activities that
provide opportunities for mathematical development whilst having
fun. However, through the same activity, children may also be
extending their communication & language skills and have
opportunities for creative as well as social development too.
An assessment record is kept for each child. Please talk to the
Supervisor to arrange a meeting if you would like to see your child’s
record or if you have any questions about your child’s development
and learning.
Learning through play
The different activities that are carried out during the
sessions are almost too many to mention but include
painting, play dough, cutting & gluing, help with pencil
control, threading, dressing up, singing and playing outside,
as well as opportunities for free play. Inside the main hall
by the children's self-registration board, there is a board
displaying the activities the children will be involved in
during the week.
Many activities may seem to be just playing, but the
children are learning many important pre-school skills,
which will help when they begin formal primary education.
Furthermore, although we do not claim to teach reading and writing, the children will learn to
recognise some letters, letter sounds and numbers through the constant use of them in play,
rhymes and songs
We also have visits from the Portsmouth Library Service and the Lollipop men and ladies and
regular visits from the Police and the Fire Service. We also have special activities and visits at the
end of the summer term and at Christmas time, which normally includes an annual Christmas
play!
Registered Charity No:1088818
Page 7
Mrs M Gouldbourne
Further things to remember
1. We ask that all coats, jumpers and other possessions be clearly
marked with your child’s name.
2. We advise that all jewellery be left safe at home.
3. Please bring a small plastic box, with your child’s name on it,
containing your child’s snack.
4. Please dress your child in suitable clothes, preferably something you do not mind being
spotted with paint or glue. We do use overalls, but we cannot guarantee complete coverage!
There is an optional Abacus ‘uniform’, which can be ordered from the pre-school. It includes tshirts, hats and fleeces with an embroidered Abacus logo (see below). Please see the website
for a full list with prices – www.abacuspreschool.org.
5. To make going to the toilet easier please avoid dungarees, braces and belts.
6. During the summer months please ensure your child is adequately protected from the sun by
applying a high factor sun cream before sending them to the pre-school. Where possible
please provide a named sun hat. Shoulders should also be covered. Strappy dresses and tops
are not suitable.
Contacts
If there is anything you are unsure about or which is not covered here please do not hesitate to
contact either:
The Pre-School Leader: Siobhan Titley
Tel: 07813 536881 (session times only)
Email: [email protected]
The Chair of the Committee: Mrs M Gouldbourne
Tel: 023 92 796623
Email: [email protected]
Admissions Administrator: Nicky Carroll
Tel: 07813 536881 (session times only)
Email: [email protected]
Any written correspondence should be directed to:
Mrs M Gouldbourne, 15 St Matthews Road, Cosham PO6 2DL
Don’t forget to look at our website www.abacuspreschool.org to find out all the latest
Pre-School news, notices and events!
PLEASE BE AWARE THAT ABACUS PRE-SCHOOL OPERATES A POLICY OF NO SMOKING ON THE
PREMISES AND IN THE OUTSIDE AREA
Parents’ Guide to the
Early Years Foundation Stage Framework
Exciting times ahead for you and your child
What is the Early Years Foundation Stage?
Welcome to the Early Years Foundation Stage (EYFS), which is how the Government and early
years professionals describe the time in your child’s life between birth and age 5.
This is a very important stage as it helps your child get ready for school as well as preparing
them for their future learning and successes. From when your child is born up until the age of 5,
their early years experience should be happy, active, exciting, fun and secure; and support their
development, care and learning needs.
Nurseries, pre-schools, reception classes and childminders registered to deliver the EYFS must
follow a legal document called the Early Years Foundation Stage Framework.
What is the EYFS Framework – why do we have one?
The EYFS Framework exists to support all professionals working in the EYFS to help your child, and
was developed with a number of early years experts and parents.
In 2012 the framework was revised to make it clearer and easier to use, with more focus on the
things that matter most. This new framework also has a greater emphasis on your role in helping
your child develop.
It sets out:
•
•
•
•
The legal welfare requirements that everyone registered to look after children must
follow to keep your child safe and promote their welfare
The 7 areas of learning and development which guide professionals’ engagement
with your child’s play and activities as they learn new skills and knowledge
Assessments that will tell you about your child’s progress through the EYFS
Expected levels that your child should reach at age 5, usually the end of the reception
year; these expectations are called the “Early Learning Goals (ELGs)”
There is also guidance for the professionals supporting your child on planning the learning
activities, and observing and assessing what and how your child is learning and developing.
Registered Charity No:1088818
Page 9
What does it mean for me as a parent?
Ensuring my child’s safety
Much thought has been given to making sure that your child is as safe as possible. Within the
EYFS there is a set of welfare standards that everyone must follow. These include the numbers of
staff required in a nursery, how many children a childminder can look after, and things like
administering medicines and carrying out risk assessments.
Quality
You can find out about the quality of your child’s nursery and other early years providers in
relation to the EYFS Framework by checking what the Government’s official inspection body for
early years, Ofsted,has to say about it. You can find this information at
www.ofsted.gov.uk/inspection-reports/find-inspection-report.
How my child will be learning
The EYFS Framework explains how and what your child will be learning to support their healthy
development.
Your child will be learning skills, acquiring new knowledge and demonstrating their understanding
through 7 areas of learning and development.
Children should mostly develop the 3 prime areas first. These are:
•
•
•
Communication and language;
Physical development; and
Personal, social and emotional development.
These prime areas are those most essential for your child’s healthy development and future
learning.
As children grow, the prime areas will help them to develop skills in 4 specific areas. These are:
•
•
•
•
Literacy;
Mathematics;
Understanding the world; and
Expressive arts and design.
These 7 areas are used to plan your child’s learning and activities. The professionals teaching and
supporting your child will make sure that
the activities are suited to your child’s
unique needs. This is a little bit like a
curriculum in primary and secondary
schools, but it's suitable for very young
children, and it's designed to be really
flexible so that staff can follow your
child's unique needs and interests.
Children in the EYFS learn by playing and
exploring, being active, and through
creative and critical thinking which takes
place both indoors and outside.
The diagram below gives examples of the areas of learning and development and shows the
links between the way in which your child learns and what they learn.
For example, between 2 ½
and 4 years: learning to be
confident in talking to other
children when playing, and to
talk freely about own home
and community
For example, in
reading between 2 ¼
and 4 years: learning
how to suggest an
ending to a story
For example,
between 1 ¾ and
2 ½ years:
developing an
understanding of
simple concepts
such as big/little
For example,
between 2 ½
and 4 years:
learning how
to explore
what happens
when they mix
colours
For example,
between 1 ¼ and 2
years: enjoying
filling and emptying
containers in the
bath
For example, between
3 ¼ and 5 years:
learning to control
objects by pushing,
patting, throwing,
catching or kicking
For example, between 2 ¼ and 3 ¾
years: learning about special times
or events for family or friends and
being able to describe them. Being
able to talk about some of the things
they have observed such as plants,
animals, natural and found objects.
Registered Charity No:1088818
Page 11
As a mum or dad, how can I help with my child’s learning?
All the fun activities that you do with your child at home are important in supporting their
learning and development, and have a really long lasting effect on your child’s learning as they
progress through school.
Even when your child is very young and is not yet able to talk, talking to them helps them to learn
and understand new words and ideas. If you make the time every day to do some of the following
things with your child it will make a real difference to your child’s confidence as a young learner.
Sing and tell
nursery rhymes
Talk about the numbers, colours,
words and letters you see when
you are out and about
On a trip to the
supermarket, talk
about all the
different packaging
shapes
Allow your child to cut
out and stick pictures
from magazines
Cook / bake
together
Plant seeds or bulbs in a
pot or garden patch
Talk to your child at
every opportunity – e.g.
what you are doing that
day
Use the weather – shadows, rain
puddles, snow, wind, mist and sun – to
extend your child’s vocabulary
Share a book
Explore the park at a
different time of the year
– go off the beaten track
If you're looking for new ideas for things to do then find out what is on offer at your local
children’s centre. Many offer ‘messy play’ activities which you and your child can join in with, and
many of the activities they provide are free. Staff can also give you advice about the kinds of
books or other activities your child might enjoy at different ages.
How can I find out how my child is getting on?
It is important that you and the professionals caring for your child work together. You need to
feel comfortable about exchanging information and discussing things that will benefit your child.
These conversations will either need to be with your childminder or, in a larger setting like a
nursery, with your child’s “key person”. This is the person who:
•
Is your main point of contact within the setting
•
Helps your child to become settled, happy and safe
•
Is responsible for your child’s care, development and learning
•
Takes a careful note of your child’s progress, sharing this with you and giving you ideas as
to how to help your child at home
You should be able to get information about your child’s development at any time and there
are two stages (at age 2, and again at age 5) when the professionals caring for your child must
give you written information about how he or she is doing.
Try to speak to your child’s key person as often as
possible about what your child has been doing,
what they have enjoyed, what they need to be
doing more of and what you can do at home.
Registered Charity No:1088818
Page 13
When your child is 2
At some point after your child turns 2, the professionals working with your child must give you a
written summary of how your child is progressing against the 3 prime areas of learning:
•
communication and language;
•
physical development; and
•
personal, social and emotional development.
This is called the progress check at age 2.
This check will highlight areas where your child is progressing well and anywhere they might need
some extra help or support – and how mums and dads and other family members or carers can
work with the key person to help. You might find it useful to share the information from the
check with other professionals such as health visitors (who can use it as part of the health and
development review).
When your child is 5
At the end of the EYFS – in the summer term of the reception year in school – teachers complete
an assessment which is known as the EYFS Profile. This assessment is carried out by the reception
teacher and is based on what they, and other staff caring for your child, have observed over a
period of time.
Another important part of the EYFS Profile is your knowledge about your child’s learning and
development, so do let your child’s class teacher know about what your child does with you: such
as how confident your child is in writing their name, reading and talking about a favourite book,
speaking to people your child is not so familiar with or their understanding of numbers.
All of the information collected is used to judge how your child is doing in the 7 areas of learning
and development. Finding out at this stage how your child is doing will mean that the
teacher your child has in their next school year – year 1 – will know what your child really enjoys
doing and does well, as well as helping them decide if your child needs a bit of extra support,
what that support should be and if they are already getting it.
The school will give you a report of your child’s progress, including information from his or her
EYFS Profile.
Where can I go for further information?
The most important place to find out more is your child’s childminder or nursery – do ask as
many questions as you need to. Providers really do welcome speaking with you.
You may want to find out what is on offer at your local children’s centre.
You can find the Early Years Foundation Stage which includes the early learning goals at
www.foundationyears.org.uk. The foundation years website also includes a range of resources
and contacts.
© Crown copyright 2012
Registered Charity No:1088818
Page 15
Possible Start Date:
(Office Use)
ADMISSIONS APPLICATION
Please complete this form and return directly to Abacus Pre-School.
CHILD’S NAME
MALE /FEMALE
DATE OF BIRTH
ADDRESS
POSTCODE
PARENTS’/ CARERS’
NAMES
PERSON WITH
PARENTAL
RESPONSIBILITY
HOME TELEPHONE:
CONTACT DETAILS
WORK TELEPHONE(s):
MOBILE NUMBER(s):
EMAIL ADDRESS*:
We will endeavour to use email wherever possible to reduce paper, telephone and postage
costs
We take children from the age of 2 for the 2year old club or from 2 yrs 6 months in the Pre-School. Please indicate at what
age you would like your child to start from.
I WOULD LIKE MY CHILD TO START WHEN HE/SHE IS:
Any special requirements your child may have e.g. dietary needs, speech therapy, disability, medical needs that we may need to consider
when offering a place. We operate an equal opportunities policy.
Office use only
Date Placed on Waiting List:
Admission Form & deposit chq received:
Contacted to confirm on List:
Date Induction Forms sent/emailed:
Contacted to check if place still req’d:
Completed forms rec’d:
Date Admission Form & Prospectus sent/emailed:
Induction date:
Registered Charity No:1088818
Page 17